This BTB gives a checklist of the Expanded Quad Grade Process commands. It is not all the possible processes for this level. If more are needed to attain full EP for this level additional processes can be found in LRH Bulletins, Books, Tapes, PABs and other issues.

Each process is run to its full end phenomena of F/N, Cog, VGIs. Any processes previously run are rehabbed or completed and any missing flows run. A copy of this checklist is placed in the folder of a pc being run on Expanded Grades and the processes checked off with the date each is run to EP.

On any of these processes where the pc answers only yes or that he did it find out what it was by asking “What was it?” This keeps in the itsa line from the pc to auditor. (Ref: 30 June 62 HCOB)

STAND STILL: (NOTE: On a very bad off case you can run SCS on an object; use same commands.)

“Now I want you to get your body moving down the room when I so indicate and when I tell you to ‘stand still’, I want you to make that body stand still. Do you understand that?” “Good.”

“Stand still.” “Did you make that body stand still?” “Thankyou.”

START

“I am going to tell you to start. And when I tell you to start, you start the body in that direction. Do you understand that?” “Good.” “Start” “Did you start that body?” “Thankyou.” TO FLAT POINT _________

STOP

“I am going to tell you to get the body moving in that direction. Some where along the line I will tell you to stop. Then you stop the body. Do you understand that?” “Good.” “Get the body moving.” “Stop.” “Did you stop the body?” “Thankyou.” TO FLAT POINT _________

CHANGE

“Do you see that spot?” “Good.” “We will call that spot A. Now you stand here. OK.” “Now do you see that other spot?” “Good.” “We’ll call that spot B.” “Alright, now when I ask you to change the body, I want you to change the body’s position from A to B. Do you understand that?”

The preclear says he does and the auditor stepping back from the preclear says “Change.” The preclear then changes the body’s position. Similarly in using the various points and combinations of points A, B, C & D, the auditor runs the preclear on change until that particular process seems to be flat or goes to EP. TO FLAT POINT _________

These steps (as above) are now repeated as they will have unflattened. Each is re-flattened in turn and run over and over again. TO EP PER ABOVE REFERENCES _________

CONTROL TRIO: Ref: PAB 137 & PAB 146

1. “Get the idea of having that (indicated object).” TO EP _________

2. “Get the idea that it is all right to permit that (indicated object) to continue.” TO EP _________

3. “Get the idea of making that (indicated object) disappear.” TO EP _________

2. “Tell me something that you would like to do in the next 2 minutes. TO EP _________ OR

1. “Tell me something that you are sure will be there in 2 minutes.” Etc. TO EP _________

2. “Tell me something that you would like to have in the next 2 minutes.” TO EP _________

OPENING PROCEDURE SOP 8 - C: Ref: PAB 34. Creation of Human Ability.

PART A

1. Select objects in room, direct pc’s attention to them.

2. “Do you see that _____?” “Go over to it and put your hand on it.” “Now look at _____.” “Now walk over and put your hand on it.”

(This is done with various objects without specifically designating spots of a more precise nature than an object until pc is very certain that he is in good communication with these objects & the walls & other parts of the room.)

3. PART A HAS BEEN ENLARGED by the auditor’s selecting exact spots. eg.

“Do you see that ‘black mark’ on the ‘left arm of that chair’?” “All right, go over to it and put your finger on it.” “Now take your finger off it.”

4. Done until the pc has uniform perception of any and all objects in the room.

PART B

5. “Find a spot in this room.” “Go over to it and put your finger on it.” “Now let go of it.”

6. Done until pc freely selecting spots in the room - this means that his perception of the room has become uniform. TO EP _________ PART C

7. “Find a spot in the room.” “Make up your mind when you are going to touch it and then touch it.” “Make up your mind when you are going to let go of it and then let go.”

8. Run the process repetitively until all comm lags are reduced and until the pc’s very certain he’s seeing, selecting, and touching the spots and to F/N, Cog, VGIs. (Check for F/N on the meter. If no F/N check for unflat or overrun and handle accordingly.) TO EP _________

F1. “Who has not intended to help you?” “Who has helped you?” RUN ALTERNATELY TO EP _________

F2. “Who have you intended not to help?” “Who have you helped?” RUN ALTERNATELY TO EP _________

F3. “Who has intended not to help others?” “Who has helped others?” RUN ALTERNATELY TO EP _________

F0. “How have you intended not to help yourself?” “How have you helped yourself?” RUN ALTERNATELY TO EP _________

FORMULA 17: Ref: HCOB 15 Dec 60 PRE-SESSION 37 HCOB 3 Nov 60

This is especially for the person who has been to healers, hypnotists, spiritualists, psychologists, ministers, religious family members, etc. Run on charged terminals (general terminals and specific persons connected with pc’s past.)

F1. “How could a _____ fail to help you?” TO EP _________

F2. “How could you fail to help a _____?” TO EP _________

F3. “How could a _____ fail to help others?” TO EP _________

F0. “How could you fail to help yourself regarding a _____?” TO EP _________

ALSO:

F1. “How could a _____help you?” TO EP _________

F2. “How could you help a _____?” TO EP _________

F3. “How could a _____ help others?” TO EP _________

F0. “How could you help yourself regarding a _____?” TO EP _________

FIVE WAY CONCEPT HELP: Ref: HCOB 14 July 1960 CONCEPT HELP F1. “Think of a _____ helping you.” TO EP _________

F2. “Think of you helping a _____.” TO EP _________

F3. “Think of a _____helping others.” TO EP _________

F4. “Think of others helping a _____.” TO EP _________

F5. “Think of a _____ helping a _____.” TO EP _________

Run on charged (reading) general terminals, culled from the worksheets.

CONCEPT HELP O/W: Ref: HCOB 14 July 1960 CONCEPT HELP BTB 30 May 1960 DYN ASSESS ON HELP

Run on charged reading terminals (also a confusion, an unconscious person, a responsible person, a creative person. HCOB 21 Jul 1960 Some Help Terminals.)

F1. “Think of a _____ helping you.” “Think of a _____ not helping you.” TO EP _________

F2. “Think of helping a _____.” “Think of not helping a _____.” TO EP _________

F3. “Think of a _____helping others.” “Think of a _____not helping others.” TO EP _________

F0. “Think of you as a _____ helping yourself.” “Think of you as a _____ not helping yourself.” TO EP _________

HELP O/W:Ref: HCOB 12 May 1960 HELP PROCESSING This lets the pc as-is his failures to help as well as his denials of help.

F1. “What help has another given you?” “What help has another not given you?” TO EP _________

F2. “What help have you given another? “ “What help have you not given another? “ TO EP _________

F3. “What help have others given others?” “What help have others not given others?” TO EP _________

F0. “What help have you given yourself.” “What help have you not given yourself.” TO EP _________

FIVE WAY BRACKET ON HELP:Ref: HCOB 5 Nov 1965 5 WAY BRACKET ON HELP

1. “How could you help me?”

2. “How could I help you?”

3. “How could you help another?”

4. “How could another help you?”

5. “How could another help another?”

The above commands are run consecutively as one process - muzzled style. TO EP _________

RUNNING HELP ON AN ITEM: Ref: HCOB 28 July 1958 CLEAR PROCEDURE HCOB 7 July 1960 THE ASSESSMENT OF HELP

Run on charged terminals. (Also: Dynamic Assessment of Help, HCOB 7 July 60 The Assessment of Help. Do an assessment on helping the Dynamics, finding the Dynamic on which helping is the least real to the pc, run help on it.)

F1. “How could a _____ help you?” TO EP _________

F2. “How could you help a _____?” TO EP _________

F3. “How could a _____ help others?” TO EP _________

F0. “If you were a _____ how could you help yourself?” TO EP _________